1. ‘The Great Gatsby’ – F Scott Fitzgerald
Higher English Master PowerPoint

2. Lesson 1 Learning Intention Success Criteria
We are learning about the context in which ‘The Great Gatsby’ is set.
Take notes in the historical and social context and relate this to what we know of the novel.

3. Starter: Think-pair-share
Thinking back to our screening last week
What did you notice about the setting in time and place?

4. Context
Watch the following video and take notes on the main points of the historical context:

5. Group task Recap and relate to novel/screening Prohibition
Police corruption/gangs
Social class
Family values
Dealing with the aftermath of WWI
The Lost Generation
Jazz
Flappers

6. A point to consider
Knowing the context to the novel is important to our overall understanding.
But the reason we still read the novel today is because it deals with universal issues that we can still relate to.

7. Lesson 2 Learning Intention Success Criteria
We are learning about the opening chapter of the novel, considering the mode of narration and characterisation and also linking our reading to the theme of the past
Make judgements on how themes are introduced and how characterisation is set up. Consider the possibilities and limitations of narrative voice.

8. Starter Read pp.7-8 (to ‘short winded elations of men’)
Summarise what we learn in this opening passage
How does this section suggest the importance of the past in the novel as a whole?
What does Nick’s father mean in his advice? How does this relate to the story?

9. Write a short summary of Ch 1

10. Characterisation In this chapter we meet:
Nick
Daisy
Tom
Jordan
What do we learn about these characters? Use quotations to support your answer.

11. Plenary
‘that’s the best thing a girl can be in this world – a beautiful little fool.’
Why would Daisy want her daughter to be a fool? What does this say about women (and men) of the time?

12. Lesson 3 Learning Intention Success Criteria
We are learning about the significance of setting in the novel
We are learning to make inferences about minor characters when they are introduced
We are learning to make inferences about the relationships of characters by comparing
Discuss the setting of the valley of ashes using quotations
Discuss the characterisation of Wilson and Myrtle
Discuss Tom’s relationships with Daisy and Myrtle

13. Starter Read Start of Ch 2 – ‘There I met Tom Buchannan’s mistress.’
Pick out significant quotations and analyse how they present the valley of ashes.

14. Character focus Wilson and Myrtle
Look at the section where we meet them and consider:
How are they introduced to us and what are our impressions?

15. Relationships
Read pp.43 ‘It was nine-o’clock’ to the end of the chapter.
Comparison of Tom and Daisy and Tom and Myrtle
Consider what it may tell us about relationships at the time

16. Recap This week we have focused on the following in Chapters 1 and 2
SOCIAL AND HISTORICAL CONTEXT
MODE OF NARRATION
CHARACTERISATION AND RELATIONSHIPS
SETTING (Eggs and Valley of Ashes, symbolism, theme)
THEME (The past)

17. Lesson 4 Learning Intention Success Criteria
We are learning to evaluate the reliability of a first person narrator
We are learning to interpret information we are given about characters
To be able to discuss Nick as a first person narrator
To be able to discuss fact and rumour about Gatsby

18. Starter
‘Everyone suspects himself of at least one of the cardinal virtues, and this is one of mine: I am one of the few honest people that I have ever known.’
Can we trust Nick? Why or why not?

19. Looking through Ch 3 Create 2 lists:
One is facts that we learn about Gatsby
One is rumours we learn about Gatsby

20. Ch 3 questions

21. Plenary
What have we learned about Gatsby that we didn’t know before? Have our impressions of him changed or become more detailed?

22. Lesson 5 Learning Intention Success Criteria
We are learning to discuss our opinions of a main character
To be able to give your opinion of Gatsby and give evidence from the chapter to justify this.

23. Starter
Look at your lists from last period, and add to them from what you read in Ch 4

24. Ch 4 questions

25. Notes checklist Time to update your notes on the following: Character
Setting
Theme

26. Plenary
What impressions are you forming of Gatsby at this stage in the novel?

27. Lesson 5 Learning Intention Success Criteria
To review our understanding of the novel so far
To start to practise our skills of writing PEE paragraphs
Summarise our understanding of different literary elements
Be able to write PEE paragraphs on each element.

28. Starter Short summaries of the following
Character – Tom, Daisy, Jordan, Nick, Gatsby
Setting – West Egg, East Egg, New York, Gatsby’s mansion
Theme – the past, excess

29. PEE(R) paragraphs POINT – technique you are referring to
EVIDENCE – quotation from the text
EXPLAIN – analyse (what is the effect?) evaluate (how does this add to your understanding as a whole?)
(REFER TO TASK)

30. Task
From each of the previous sections, choose one to write a PEE paragraph on.

31. Lesson 6 Learning Intention Success Criteria
To consider how chapter 5 develops our understanding of the characters Daisy and Gatsby
Work together to discuss key elements in this chapter.
Add to our own notes from group and class discussion

32. Class reading
Gatsby and Daisy meet again – Ch 5 pp.90 – 95 ‘the day agreed upon...’ to ‘went back into the other room’

33. Group discussion questions
In this chapter, Gatsby and Daisy meet again after a long time. Looking at this section of the novel, pick out key quotations and explain what information they give us about
Gatsby
Daisy
How this meeting is going rather than how Gatsby thought it might.

34. Molly M, Honor, Cameron C, Cameron H
Natasha, Kes, Molly D, Max, Julia
Anna, Andrew, Rosie, Adam
Conor, Yvonne, Euan, Eilidh T,
Jamie, Paula, Eilidh S, Aidan, Molly F
Joe, Lauren, Megan, Ranulph

35. Adding to your own notes
From this chapter, add notes on the group discussion task.
Then add your own notes about Daisy and Gatsby outside of the area we looked at together.

36. Lesson 7 Learning Intention Success Criteria
We are learning to extract relevant information about character and compare this to what we already know.
Complete task on Gatsby in Ch 6 vs the rest of the novel so far.

37. Tasks for today
Complete the table on info we learn in Ch 6 vs what we know before. Use quotations from Ch 6 where you can.
Personal reading of the novel – finish taking notes on Ch 5/6 or get started on next week’s reading OR
PEE paragraph practice (this will be our focus again tomorrow)

38. Lesson 8 Learning Intention Success Criteria
We are developing our understanding of PEER paragraphs in preparation for writing a critical essay on ‘The Great Gatsby’
Improve on our PEE paragraphs from last week.

39. The critical essay 45 minutes 8/9 paragraphs
Intro, summary, PEER x6, conclusion
PROSE
‘Choose a novel…’
‘In your answer you should refer to the text and to techniques such as…’

40. POINT Introduce the point you have to make in this paragraph.
Include the technique
Include a description of what you are going to talk about (e.g. if you are going to talk about characterisation, identify character you are going to discuss, and possibly the characteristic you are going to exemplify)

41. POINT – SOME SENTENCE STARTERS
‘A technique which is effective in showing… is…’
‘… is shown through use of…’
‘The writer creates a sense of… through…’
‘The writer’s use of … is effective in the novel.’

42. EVIDENCE Give a direct quotation from the novel.
Take a new line and indent it so that it stands out from the rest of the paragraph:
‘Like this’

43. EXPLAIN This is the longest part of your paragraph.
You have to do two things:
Analyse (what is the writer doing?)
Evaluate (why is it effective, how does it add to your appreciation of the novel as a whole?)

44. EXPLAIN – SOME SENTENCE STARTERS
Analysis
‘This shows/suggests’ is ok but let’s try to be more sophisticated
Evaluation
‘This is effective because…’ is ok, but same as above

45. REFER TO TASK
Use the words from the question in the final sentence to ensure you have answered the question.

46. Lesson 10 Learning Intention Success Criteria
We are learning to examine a key moment from the text.
We are learning about climax in narrative structure
Assess the use of literary techniques in creating tension and climax.

47. Chapter 7 Chapter 7 contains the climax of the novel.
The climax is the most dramatic part of the narrative, what the action has been building up to, and what will finally allow the resolution to be reached.
The climax in ‘The Great Gatsby’ is the confrontation between Gatsby, Daisy and Tom in the hotel room where Daisy and Gatsby’s affair is publicly acknowledged.

48. Setting
We are going to watch the scene from the film and I would like you to take notes on how the setting (time and place) heightens the tension. Include observations about the weather.

49. ‘The next day was broiling, almost the last, certainly the warmest, of the summer.’
‘In this heat, every extra gesture was an affront to the common store of life.’
‘darkened against the heat’
‘”But it’s so hot... And everything’s so confused.”’
‘Her voice struggled on through the heat, beating against it, moulding its senselessness into forms.’
‘”You look so cool... You always look so cool.’”
‘The room was large and stifling...opening the windows admitted only a gust of hot shrubbery from the Park.’
‘So we drove on toward death through the cooling twilight.’

50. Group task
You are going to work in small groups (same as last week) to assess the incident from the perspective of one of the characters.
You are focusing on the action from the lunch in the Buchannans’ house to them leaving the hotel room after the confrontation.
You will be feeding back on this tomorrow. Your work will form other people’s notes on this section, so ensure it reflects your best effort.

51. Molly M, Honor, Cameron C, Cameron H
Natasha, Kes, Molly D, Max, Julia
Anna, Andrew, Rosie, Adam
Conor, Yvonne, Euan, Eilidh T,
Jamie, Paula, Eilidh S, Aidan, Molly F
Joe, Lauren, Megan, Ranulph

52. Post reading questions
Rosy, Cameron, Yvonne, Molly D
Julia, Ranulph, Molly F, Kes
Jamie, Cameron, Natasha, Joe, Euan S
Anna, Molly M, Honor, Paula
Megan, Lauren, Max, Aidan
Andrew, Connor, Eilidh S, Adam, Eilidh T